Education

Regional project FAIR III “ For Active Inclusion & Rights of Roma Women in the Western Balkans III”

This intervention builds on extensive CARE’s expertise and experience in facilitating process related to women’s empowerment and gender equality across the globe and in the Balkan region. It also intends to scale up approaches and models that have proven successful over the last six years of the FAIR projects’ implementation (FAIR and FAIR II). The project seeks to empower Roma women and girls to be free and able to exercise their rights to live a healthy, dignified life free from violence, inequality and discrimination with support from their partners, families and communities in Bosnia and Herzegovina, Serbia and Montenegro. This will be accomplished through four output level results that need to be met for the longer-term changes to happen, they are inter-connected and mutually reinforcing since only in that way the outcome can be accomplished.

The first one (Output 1) refers to the enhanced capacities of Roma CSOs, youth and key community actors to practice and promote gender equitable, healthy and non-violent lifestyle with help of tested models and approaches. Under the second expected result (Output 2) Improved access to and provision of services for Roma, Egyptian (RE) women and girls (in particular on SRMH, GBV and Education) will be ensured through strengthening of the Roma CSOs and the existing participatory accountability community mechanisms. Output 3will enable three national-level Roma women networks to be active and contribute to the effective functioning of the regional Roma Women Balkans Network and its enhanced efforts towards Post 2020 EU Roma Integration Agenda. In the last expected result (Output 4), Roma women and girls, CSOs and Networks are part of the regional and global social movement initiatives promoting and advocating for gender equality and (minority) women’s rights. The project will directly target 26,150 people in total –aiming at 85% Roma and over 60% women and girls. Data collection under this project will be disaggregated by sex, age and ethnicity, whenever possible. Over20,000 people are expected to be reached in the three target countries through a series of promotional activities. Final Beneficiaries will include about 78,000 people in the 3 target countries based on the assumption that each target group person will reach out to at least 3 persons in his/her direct environment. [13 pages] Read More...

Water Sanitation and Hygiene Project in Schools Implemented in Chiredzi, Mwenezi and Zaka Districts

In response to the prevailing situation, UNICEF is supporting the National Action Committee for WASH in implementing WASH in Schools Project. The project is being implemented in 3 districts namely Chiredzi, Mwenezi and Zaka in Zimbabwe by CARE International. Lack of access to sanitation and water facilities are major contributing factors for WASH related diseases like diarrhoea and school dropouts among children with special needs (disability, girls who have reached the age of menstruation). WASH in school programmes have been identified as one way which results in health benefits as well as improved educational outcomes. Therefore, WASH in schools helps fulfil children’s rights to health, education and participation. Increased school attendance and equitable access and retention of disadvantaged children will be attained through improving access to water, sanitation and hygiene in schools. [64 Pages] Read More...

Endline Evaluation of Udaan II: Catching the Missed Opportunity

Udaan II “Catching the Missed Opportunity” Project, funded by OPEC, is one of the most important initiatives for girls’ education and economic prosperity. As an instrument to women and girls’ empowerment through transforming harmful social norms, building life skills and advocating related policy reforms; the Project was operated for 3 years (November 2017 to October 2020). The project was focused on out of school girls (10 to 14 year old) from marginalized and socially excluded communities and have never been to school or dropped out in their primary education for delivering an accelerated learning approach. This project was implemented by Care Nepal in Krishannagar Rural Municipality, Kapilvastu Municipality and Maharajgunj Rural Municipality of Kapilbastu district in cooperation with its local partner Siddhartha Social Development Centre (SSDC).

The objective of the evaluation study was to measure both, the intended and unintended outcomes and impact of the project against the targeted results.

The evaluation study followed both the qualitative and quantitative methods for data collection. The focus group discussion, in-depth interview, and key informant interviews were the methods for field data collection. The data collected were analyzed and presented in tables, figures, and themes. [58 pages] Read More...

Endline Evaluation of Haushala Initiative of LEAD Program

Care Nepal has been implementing Haushala project which was designed to strengthen girls’ agency along with education outcomes, economic empowerment and adolescent sexual and reproductive health (ASRH) practices, hence helping to build sustainable change, including through creating a safer and more secure learning environment, facilitating social networks and gradually transforming traditional social norms with a negative impact on girls. The project also aimed to improve accountability and gender responsiveness of service providers for improved learning for girls.

During the evaluation both qualitative and quantitative data were collected using questionnaires, FGD and KII checklist for girls, parents, head teachers, cooperatives and school management committee. The data collection faced few limitations arising from COVID-19 which limited the logistical flexibility of the project along with created greater ethical consideration regarding health of the enumerators.

Girls reported that they perceived high parental support in their studies but this perception decreased with age. Parents and Girls both credit UALC and its program for aiding them and their children to attend formal schools. Parents were highly motivated by UALC and its stakeholders to help their daughter(s) to join formal education. However, it was also observed that the effort put by stakeholders such as schools and social mobilisers on influencing the parents who did not enroll their daughter(s) in formal school after UALC was not enough. But, as the transition was already very high and parents who did not send their daughter(s) for the first time were not that willing to re-enroll. Hence, the project can be deemed a success to certain point. [151 pages] Read More...

McGovern-Dole Food Fore Education Program HATUTAN – Midline Evaluation

The HATUTAN program (Hahán ne’ebé Atu fó Tulun ho Nutrisaun no Edukasaun or Food to Support Nutrition and Education) is a five-year initiative to build a partnership between schools and communities in order to improve literacy, learning, healthy, and nutrition for children and adults in Timor-Leste. The program works in partnership with the Government of Timor-Leste and development stakeholders to address two strategic objectives: improved literacy of school-aged children and increased use of health, nutrition, and dietary practices. The HATUTAN program is funded by the U.S. government through the Foreign Agricultural Service of the United States Department of Agriculture under the McGovern-Dole International Food for Education and Child Nutrition Program. The program is implemented by a consortium led by CARE International with Mercy Corps and WaterAid. The lead Timorese government partner is the Ministry of Education, Youth, and Sports, in collaboration with the Ministry of Health, Ministry of State Administration, and Ministry of Agriculture and Fisheries.

To achieve these objectives, the program supports, among a variety of activities, the Government of Timor-Leste’s school feeding program (SFP) to fully operate in all basic education and preschools throughout the school year. Key project activities include strengthening and supplementing the government-sponsored SFP and building school capacity through trainings for teachers and administrators and provision of resource materials. Additionally, the HATUTAN program seeks to support farmers to boost the production of local produce to increase yields and help create sustainable sources of nutritious food for local schools. In addition to activities related to literacy and SFPs, HATUTAN seeks to conduct trainings related to nutrition, health, and other topics, and to promote gender equality and the reduction of gender-based violence.

This report presents the midline evaluation of the HATUTAN program, which began in early 2019. It is important to note that restrictions due to the COVID-19 pandemic have had a substantial impact on program activities and target outputs and outcomes. In March 2020, HATUTAN field activities were halted, field offices were temporarily closed, and staff began to work from home due to a State of Emergency issued by the Government of Timor-Leste. This State of Emergency remains in effect to date, with varying levels of restriction on school activities, movement, and group gatherings. As a result, the HATUTAN program is behind schedule in terms of some major deliverables due to COVID-19. Additionally Read More...

Social inclusion through team sports and education: sport for development

Dysfunctional family relationships make the social integration of children into a regular school career more difficult and put a strain on them, and accordingly also reduce the children's future prospects. One of the most important prevention and protection mechanisms for the successful development of children is therefore their inclusion in the public school system. Unfortunately, parents and schools do not offer the children the support they need to successfully complete primary and secondary school (primary school / primary school grades 1 to 9 and secondary school another 4 years). The premature drop-out rate from school for Roma children and other disadvantaged / vulnerable children in Bijeljina is high. Diverse efforts are necessary for disadvantaged / vulnerable children to remain successfully in the Bosnian school system. Children need separate learning support, an incentive to attend school regularly and to improve their social skills. Parents' awareness of education must also be heightened and communication between home and school intensified. At the same time, prejudices on the part of the school (and the majority society) against children in the relevant settlement must be broken down; but at the same time the fear of the Roma community about state institutions must be reduced. The "Sports for Social Change" project addresses all of these interfaces and has already achieved far-reaching successes through the innovative use of football as an inclusion method in combination with non-formal educational offers, which must now be consolidated and expanded. Read More...

Udaan II Nepal Final Evaluation

Udaan II “Catching the Missed Opportunity”, funded by the OPEC Fund for International Development, was one of the most important initiatives under the LEAD program of CARE Nepal. The LEAD program envisions education and economic prosperity as an instrument to women and girls’ empowerment, through transforming harmful social norms, building life skills and advocating related policy reforms. Under the LEAD Program, the Udaan initiative provided an intensive, 11-month high-quality condensed curriculum for adolescent girls (Dalit, Muslim and other marginalized groups) aged 9-14 of Kapilvastu District, who were unable to either start or complete primary school. The program also helped them to get enrolled in community schools, named “mother school”, where Udaan graduates continued their higher study. Working together with nine formal mother schools of Krishannagar and Maharajgunj Municipalities of the Kapilvastu district, as well as with the girls and their parents, the Udaan II project focused on addressing the economic factors affecting girls’ families, and the harmful social norms acting as barriers to girls’ education. This helped to create an enabling and safe learning environment for girls, and provided opportunities for livelihood and vocational skill development. The Project was implemented over two years and 10 months (January 2018 to October 2020) by Care Nepal in Krishannagar Rural Municipality, Kapilvastu Municipality and Maharajgunj Rural Municipality of Kapilvastu district in cooperation with local partner Siddhartha Social Development Centre (SSDC).
The objective of the final evaluation study was to measure both the intended Read More...

ENDLINE EVALUATION COVER PAGE Adolescent Empowerment Project (AEP) IN KAJIADO & MUKURU

CARE implemented the Adolescent Empowerment Project (AEP) in Kenya, funded through the Patsy Collins Trust Fund Initiative from 2015 to 2020. The project aimed to empower adolescent girls and boys from chronically insecure households to fully exploit their potential, take advantage of opportunities, and fulfil their aspirations. Over a 5-year implementation period, the project targeted adolescents (aged 10-19) in urban Mukuru (within Nairobi county) and rural Kajiado county with a suite of activities and services delivered through partners Hope Worldwide Kenya (HWWK) and Neighbors Initiative Alliance (NIA). Inputs were designed to expand life choices and empower participants to become engaged citizens and include activities on leadership skills development, adolescent sexual and reproductive health (ARSH), economic empowerment, ICT skills, and quality education.
This report is 70 pages long. Read More...

Working with Youth at Risk in the Balkans Case Study

Capturing 5 different models of working on prevention of radicalization and extremism in 5 countries in the Balkans capturing core impact elements on youth, parents, teachers, and other relevant stakeholders/community members that is developed by CARE and partners. (Kosovo, Bosnia and Herzegovina, Serbia, Albania, Croatia) [52 pages]. Read More...

Covid-19 Digital Response Case Study

The case study captures and documents the process of YMI’s adaptation to the COVID-19 pandemic during the period March-July 2020 in countries in the Balkans (Kosovo, Bosnia and Herzegovina, Serbia, Albania, Croatia) and represents a unique contribution and source for other organizations that are going through the same process of adaptation [38 pages]. Read More...

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